Katharine Smales, Annemaree Lloyd and Samantha Rayner
This study explored whether the creation of an illustrated picturebook could explain the terms and practicalities of participatory, multi-method qualitative research to children…
Abstract
Purpose
This study explored whether the creation of an illustrated picturebook could explain the terms and practicalities of participatory, multi-method qualitative research to children aged four to eight years and their parents/carers, creating conditions to seek agreement to their participation, by using an age-appropriate design whilst adhering to ethical guidelines. The purpose of this paper is to explore how this was done addressing these issues.
Design/methodology/approach
Drawing on the researcher's previous professional experience working in children's publishing and taking an innovative and collaborative approach to giving information to child and parent/carer co-researchers, the researcher and an illustrator created a picturebook both as an eBook and a paperback book to recruit and explain research and co-researchers’ roles to young children and their parents/carers.
Findings
The picturebook successfully recruited 30 children and their parents/carers. Other children expressed their wish not to participate. These findings suggest that greater consideration should be given to the ways information is given to potential research participants, particularly the visual, material and paratextual elements of the information sheets and consent forms routinely used in research.
Originality/value
This paper offers insight into the publishing practicalities of creating innovative ways of giving information about research participation to children and parents/carers and how these ways might foster rich data collection.
Details
Keywords
Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Keywords
Helen Abdali Soosan Fagan, Brooke Wells, Samantha Guenther and Gina S. Matkin
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive…
Abstract
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.
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The figure of the femme fatale is attached to a range of contested meanings around femininity, sexuality and violence. Despite its ambiguity and its origins in art, myth and…
Abstract
The figure of the femme fatale is attached to a range of contested meanings around femininity, sexuality and violence. Despite its ambiguity and its origins in art, myth and fiction, the term has proven popular in giving a name to violent articulations of female power in non-fictional settings by journalists. In this chapter, I outline the figure of the femme fatale as an archetype of women's violence that appears throughout Western popular culture, and provide an overview of the term's definitions and cultural meanings. In doing so, I trace the figure's movement across different forms and genres of popular culture. I identify a number of themes in the existing scholarship around the figure: feminist criticism of the figure; the value that feminist film scholars have found in the figure as a symbol of power and sexual transgression; the relationship between the femme fatale, race and the colonial imagination; and the way the idea of the femme fatale has been used in reporting of real-life women's violence.
Samantha Vlcek, Monica Cuskelly, Michelle Somerton and Scott Pedersen
The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government…
Abstract
Purpose
The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.
Design/methodology/approach
Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.
Findings
The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.
Originality/value
The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.